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Computing · B9

Term 1 · Week 12 · 3.00 credits · GHS 1.50

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Lesson Note - Computing

ANA CENTRAL JHS

Weekly Lesson Plan

JHS 3 (B9) · Term 1

Computing

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 12 · Term 1

Class Teacher

Kassim Abdul-Ganiu

Subject

Computing

Class

JHS 3 (B9)

Class Size

Duration

80 mins

Week No.

Week 12

Strand

1. Introduction to Computing

Sub-Strand

1. Components of Computers and Computer Systems

Content Standard & Indicators

B9.1.1.1.1 B9.1.1.1.2 B9.1.1.1.3

Content Standard

Identify parts of a Computer and Technology Tools

Indicator 1 B9.1.1.1.1

Discuss the trends in the next generation of computers

Indicator 2 B9.1.1.1.2

Examine the concept of Perceptual Computing

Indicator 3 B9.1.1.1.3

Discuss the uses of Output devices such as Wearable Displays E-Paper E-Books Kindle

Performance Indicator

Learners will identify and describe features expected in next-generation computers and compare processing power of modern supercomputers.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (26 mins) New learning + assessment	Resources	Phase 3: Plenary (8 mins) Reflection + exercise
Mon 20 Apr 2026	1Identify current computer features and recall what learners already know about how computers work and change over time 2Show a computer/laptop using the projector. Ask learners: What parts do you see on this computer? What do you think computers will look like in 5 years? Learners whisper answers to their partner	UNDERSTANDING CURRENT COMPUTER FEATURES AND FUTURE TRENDS 1Open the Textbook on the projector and read aloud the section on computer components (processor, RAM, storage, display). Ask learners to list three features they see on their school computer in their exercise books. Select one representative from each group sitting together to read their list aloud 2Explain: Computers are getting faster, smaller, and smarter. Show on the projector a timeline image: computers in 1990 (large), 2010 (smaller), 2025 (very portable). Ask learners: Which computer would Kofi prefer to carry to school—the 1990 one or today's? Why? Learners discuss with their partner for one minute, then volunteer responses are shared with the class 3Struggling learners: work with you to identify only two computer parts (processor and display) from the projector image before writing.	1Computer/Laptop 2Projector 3Textbook 4Exercise books 5Pictures of computers from different years	1Display on the projector two computers side by side: one from 2015 and one from 2025. Ask the class: What three changes do you notice? Learners raise hands to answer; write their answers on the board as a list 2Ask: In pairs, predict one thing computers might do better in 2030. Pairs whisper to each other, then call on three pairs to share one prediction each with the class Exercise 1Write in your exercise book: Name two features you expect next-generation computers to have, and explain why each feature would be useful. (Example: A computer with longer battery life would help Ama work longer without charging.)
Wed 22 Apr 2026	1Learners will recall the basic components of computers and identify which ones enable interaction through senses 2Show learners an image of a smartphone or laptop on the projector and ask: Which parts allow you to talk to the phone or wave your hand at it? Learners whisper their answers to a partner, then one volunteer shares aloud	UNDERSTANDING PERCEPTUAL COMPUTING FEATURES 1Display the definition on the projector using a computer: Perceptual Computing is technology that allows computers to understand and respond to human senses—touch, voice, gesture, and sight. Ask learners to read and copy the definition into their exercise books. Provide three real-life examples: (1) Ama speaks 'Open Camera' to her phone and it responds; (2) Kwame swipes left on a banking app to delete a transaction; (3) A shopkeeper in Makola Market uses a fingerprint scanner on a payment machine. Learners identify which sense each example uses and write it beside the example 2Divide the class into four groups of 5–6 learners. Assign each group one feature: Touch (fingerprint or screen), Voice (speech recognition), Gesture (hand or body movement), Sight (facial recognition or object detection). Each group describes their feature in 2–3 sentences using the textbook and discusses one Ghanaian use case. A representative from each group presents their feature to the class (45 seconds per group) 3Struggling learners: provide sentence starters ('Touch recognition is used when…'). Fast finishers: sketch their feature and label its parts.	1Computer/Laptop 2Projector 3Textbook 4Internet connection	1Learners stand in a circle. Call out a Perceptual Computing feature (e.g. 'Voice recognition'). Learners move to the centre if they can give one example; they stay at the edge if they cannot. Repeat for three features. Affirm correct answers chorally 2Ask learners to discuss in pairs: Which Perceptual Computing feature do you use most in your daily life? Why? Invite three pairs to share their answer with the class in one sentence each Exercise 1Write one sentence: Explain how Perceptual Computing helps a trader in a Ghanaian market (e.g. using a fingerprint scanner for payment or voice recognition to record sales). Learners write their answer in their exercise book in 2–. Collect books to assess understanding against the Phase 1 objective
Fri 24 Apr 2026	1Recall the definition and basic features of modern output devices such as Wearable Displays, E-Paper, E-Books, and Kindle 2Show learners an image of a smartwatch on the projector and ask: What device is this, and what does it display? Learners raise hands and name the device and its visible features	EXPLORING MODERN OUTPUT DEVICES AND THEIR USES 1Using the projector and computer, display and describe four key output devices: (1) Wearable Displays (e.g. Google Glass showing navigation), (2) E-Paper (e-ink technology in price tags), (3) E-Books (digital text format), and (4) Kindle (Amazon e-reader). Write the device name and one use case on the board for each. Learners copy into their exercise books and highlight the use case in each device 2Divide the class into four groups. Give each group one output device (Wearable Displays, E-Paper, E-Books, or Kindle) written on a card. Each group discusses and lists two real-world uses of their assigned device—for example, Kofi's group gets Wearable Displays and identifies: smart glasses for a surgeon viewing patient data, and a smartwatch for a market trader tracking daily sales in Makola Market. Groups write their two uses on a piece of paper 3Struggling learners: pair with stronger peers and provide one use example to start. Fast finishers: identify and discuss a third creative use of their device.	1Computer/Laptop 2Projector 3Textbook 4Internet connection 5Exercise books 6Whiteboard and markers	1Ask one representative from each group to read their device name and two uses aloud to the class. Learners listen and clap after each group presents. Write all uses on the board as a shared reference list 2Hold a quick thumbs-up/thumbs-down check: Call out each device name (Wearable Displays, E-Paper, E-Books, Kindle). Learners show thumbs up if they can name at least one use, thumbs down if unsure. Affirm confident learners and briefly revisit any device where many show thumbs down Exercise 1Write this question in the exercise books: Name one Wearable Display, E-Paper, E-Book device, or Kindle, and describe two uses of it in your daily life or school. (Accept any accurate, realistic use from the learner's context—e.g. reading a novel on Kindle, checking time on a smartwatch, or seeing prices on e-paper tags at a store.)

Class Teacher

Kassim Abdul-Ganiu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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